Group Title: Lesson Plans from Integrating Technology and Area Studies: Discovering Caribbean Diversity (Spring 2010)
Title: Lesson Plan: Timeline of Latin American Independence Movements by Heather Velasco
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 Material Information
Title: Lesson Plan: Timeline of Latin American Independence Movements by Heather Velasco
Physical Description: Archival
Language: English
Creator: Center for Latin American Studies, UF and Latin American and Caribbean Center, FIU
Publisher: Center for Latin American Studies, UF ; Latin American and Caribbean Center, FIU ; and the Digital Library of the Caribbean
Place of Publication: Gainesville, FL
Publication Date: January 23, 2010
 Record Information
Bibliographic ID: UF00100321
Volume ID: VID00004
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.


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Lesson Plan: Timeline of Latin American Independence Movements

Heather Velasco
St. Johns Country Day School

Lesson Plan Title: Timeline of Latin American Independence Movements

Students will work in groups to develop a timeline using a free web-based tool. They will
outline the major events in the early 1800s that led to Latin American independence from Spain
and Portugal.

This lesson plan was designed as part of a larger unit on the revolutionary effects of the
Enlightenment. Latin American Revolutions were studied in combination with the American
and French Revolutions.

Sunshine State Standard:
SS.912.W.5.7- Describe the causes and effects of 19th Latin American and Caribbean
independence movements led by people including Bolivar, de San Martin, and L' Ouverture.

Students will identify major events and leaders who helped Latin American countries achieve
independence from European colonial powers.

Students will identify earlier revolutions and ideologies that helped inspire independence

Students will identify conditions in Latin American society which prompted a desire for

Students will put Latin American independence movements within the context of European,
American and history overall.

In the 1700s, a European intellectual movement called the Enlightenment sought social reforms
and political changes based on reason, human rights, and civil liberties. The ideas and writings
stemming from this movement helped develop a new political ideology, called Liberalism.
Liberals sought a greater role in government, religious tolerance, and a constitution and bill of
rights to protect civil liberties. A series of revolutions, including the American Revolution, the
French Revolution, and the Haitian Revolution, arose in response to these desires and developed
a model that other revolutionaries would follow in years to come. Throughout Latin America,
nationalists used the weaknesses of the Spanish and Portuguese monarchies to achieve their own

Target Audience
10th Grade World History

Required Materials
World History Textbook (World History by Glencoe used as the model); computers with internet

Teaching Activities
Review and context 5-10 minutes
1. Verbally review with students the ideologies of nationalism and liberalism.
2. Review the political changes that American and French revolutionaries were seeking in
their revolutions.
3. Review the social structure of Latin America as described in the textbook. Draw a social
hierarchy pyramid on the board to reinforce. Discuss why this could lead to a revolution.

X-timeline Creation 20-45 minutes (depending on how you break up the groups and how
computer savvy your students are)
1. Break students up into groups based on how many computers you have at least one
computer per group.
2. Students will go to Students can create their own accounts ahead of
time, or the teacher can create one and the whole class can use it.
3. Using their textbook, student groups with create an on-line timeline of important events
that occurred from the Haitian Revolution to the independence of Central and South
America. Students will give the event a title that will appear on the timeline. They will
then describe the events and important leaders in the description section. If time permits,
students can add pictures to illustrate the events.
4. Since this is an online website, all students can work on the same timeline
simultaneously. Each group can create their own timeline with all events OR each group
can just add a specified group of events to the class timeline which will take much less
time. (example: Group 1 Haiti, Group 2 Bolivar, Group 3 de San Martin, Group 4
Mexico, etc).

Review of Timelines 10 minutes
1. Pull up the class timeline (or one group's timeline) so that all students can see it. Review
the major people and events that are on it.
2. Ask students what similarities do they see in these movements? What differences do they

Grading Assessment
For homework, students will write a paragraph describing the causes and effects of the Latin
American Independence movements. Paragraphs should include specific events and leaders
from the timeline and should demonstrate that students can put the Latin American independence
movements into the greater historical context described above.

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